| Summary: | The purpose of this research was to investigate the challenges that are associated with using student-centred teaching strategies in the classroom. This study focused on history education at Sebeta town government secondary schools. The aim was to investigate the challenges that teachers encounter when applying student-centred teaching strategies in history education at Sebeta town government secondary schools. Student-centered learning is a teaching strategy that involves students actively in the teaching and learning process, but the concept yet poorly understood. Different determinant factors might have an impact on student-centered learning. Interviews, classroom observations, and document analysis were used to collect data for this study, which was then presented, analyzed, and interpreted in accordance with the study's objectives. The outcomes of this study indicated that the implementation of a student-centered learning technique in history instruction at Sebeta town government secondary school is not appropriate. The findings also revealed that factors influencing student-centered teaching method implementation included a large number of students in a classroom, traditional classroom seating arrangements, insufficient teaching materials, a lack of time allocated for history education subject, and teachers' perceptions of the use of student-centered teaching strategies. It was recommended that concerned bodies work on improving teachers' awareness through training, fulfilling learning materials, revisiting the time allocated for each subject, continuing training for teachers on how to implement the student-centred method, and balancing the number of students in a classroom in order to apply the student-centred method in history education class.
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